자원해설에 따른 관광지 교육성 지각의 차이 - 불국사를 중심으로 Different of the Educational Attributes Perception on the Tourism Resource Interpretation - The Case of Bulguk-sa -
Of the previous researches on the attractions of tourism resource, this paper concentrates on the development of scale to measure educational attributes of tourism resource. Also, as I apply the measurement scale that has been invented, to Bulguk-sa, I will show the relationship of its educational a...
Of the previous researches on the attractions of tourism resource, this paper concentrates on the development of scale to measure educational attributes of tourism resource. Also, as I apply the measurement scale that has been invented, to Bulguk-sa, I will show the relationship of its educational attributes and tourist satisfaction and the perceptual level differences based on various resource interpretation methods. For the research, A field survey was conducted at Bulguk-sa, which is a famous destination in Korea, two times in April of 1999 and 729 pieces of data were available. We used the SAS program to demonstratively analyze its factor, regression and variance. The results of the analysis are as follow: First, we can divide the educational attributes of Bulguk-sa into six main factors and twenty four specific subfactors: the knowledge development, the cultural heritage tour, an unusual experience, the understanding of resource value, a psychological diversion and the change of values. Of the factors, the knowledge development was ranked as the highest at 24.6% of the total variance of 55.2%. Considering this result, we need to make plans that can grow the understanding of tourist on the destination, perceiving the educational attributes of the destination. Second, we can provide various resource interpretation methods to elevate the levels that tourists perceive the educational attributes of the destination and satisfy it. To grow the understanding of tourists, it may be effective to provide the brochure that introduces the destination. It may also be successful that professional resource interpreters provide information of the destination in details and the destination authority produces guidebooks to perceive the values of resource. Last, I expect that the measure scales of educational attributes that have been developed be applied to various destinations, making a standard method in this area. And I wish the related research is continuously followed so that it can provide various interpretation and interpretation methods upon tourist peculiarity.
Of the previous researches on the attractions of tourism resource, this paper concentrates on the development of scale to measure educational attributes of tourism resource. Also, as I apply the measurement scale that has been invented, to Bulguk-sa, I will show the relationship of its educational attributes and tourist satisfaction and the perceptual level differences based on various resource interpretation methods. For the research, A field survey was conducted at Bulguk-sa, which is a famous destination in Korea, two times in April of 1999 and 729 pieces of data were available. We used the SAS program to demonstratively analyze its factor, regression and variance. The results of the analysis are as follow: First, we can divide the educational attributes of Bulguk-sa into six main factors and twenty four specific subfactors: the knowledge development, the cultural heritage tour, an unusual experience, the understanding of resource value, a psychological diversion and the change of values. Of the factors, the knowledge development was ranked as the highest at 24.6% of the total variance of 55.2%. Considering this result, we need to make plans that can grow the understanding of tourist on the destination, perceiving the educational attributes of the destination. Second, we can provide various resource interpretation methods to elevate the levels that tourists perceive the educational attributes of the destination and satisfy it. To grow the understanding of tourists, it may be effective to provide the brochure that introduces the destination. It may also be successful that professional resource interpreters provide information of the destination in details and the destination authority produces guidebooks to perceive the values of resource. Last, I expect that the measure scales of educational attributes that have been developed be applied to various destinations, making a standard method in this area. And I wish the related research is continuously followed so that it can provide various interpretation and interpretation methods upon tourist peculiarity.
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